Bibliography of Two-Way Immersion Research Literature

Section 11: Student Attitudes

Aguilar, M. (2000). A case study on language proficiency with Latino students in a dual-language setting. Unpublished doctoral dissertation, New Mexico State University, Las Cruces, NM.

Ajuria, A. A. (1994). An Exploration of Classroom Activity and Student Success in a Two-Way Bilingual and in a Mainstream Classroom. Unpublished doctoral dissertation, Boston College, Boston, MA.

Alanís, I. (1998). A Descriptive Analysis of a Texas Two-Way Bilingual Program and its Effects on Fifth-Grade Academic and Linguistic Achievement. Unpublished doctoral dissertation, University of Texas, Austin, TX.

Anberg-Espinosa, M. (2008). Experiences and perspectives of African American students and their parents in a Two-Way Spanish Immersion program. Unpublished Doctoral Dissertation, University of San Francisco.

Baecher, R. (1989). Links Between Bilingualism, Achievement, and Psychosocial Classroom Environment among Bilingual and Monolingual Students. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 310629).

Baecher, R. E., & Coletti, C. D. (1988). Two-Way Bilingual Program Effects. Paper presented at the Annual Meeting of the National Association for Bilingual Education, Houston, TX. (ERIC Document Reproduction Service No. ED 295477).

Bearse, C., & de Jong, E. J. (2008). Cultural and linguistic investment: Adolescents in a secondary two-way immersion program. Equity & Excellence in Education, 41(3), 325-340.

Black, D. B. (2008). 'We're becoming bilingual and biliterate!': An ethnographic study on how a dual-language program in Florida contributes to the literacy development of English-language learners. Unpublished doctoral dissertation, University of Central Florida, Orlando, FL.

Black, J. M. (2008). Academic self-concept, subjective task value, and beliefs about intelligence in dual-language and English-only elementary school students. Unpublished doctoral dissertation, Stanford University.

Block, N. (2011). The Impact of Two-Way Dual-Immersion Programs on Initially English-Dominant Latino Students' Attitudes. Bilingual Research Journal, 34(2), 125-141.

Block, N. C. (2012). Perceived impact of two-way dual immersion programs on Latino students' relationships in their families and communities. International Journal of Bilingual Education and Bilingualism, 15(2), 235-257.

Boone, S. K. (2008). Successful African American students in two-way immersion programs: Parent and student perceptions. Unpublished doctoral dissertation, Texas A&M University, College Station, TX.

Carrigo, D. L. (2000). Just how much English are they using? Teacher and student language distribution patterns, between Spanish and English, in upper-grade, two-way immersion Spanish classes. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.

Cazabon, M., Nicoladis, E., & Lambert, W. E. (1998). Becoming bilingual in the Amigos two-way immersion program (Research Report 3). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

Cazabon, M. T. (2000). The Use of Students' Self-Reporting in the Evaluation of the Amigos Two-Way Language Immersion Program. Unpublished doctoral dissertation, University of Massachusetts, Boston, MA.

Centeno, C. H. (2003). Students' and teachers' attitudes toward a two-way immersion program. Unpublished master's thesis, University of Houston-Clear Lake, United States -- Texas.

de Jong, E. J., & Bearse, C. I. (2011). The same outcomes for all? High-school students reflect on their two-way immersion program experiences. In D. J. Tedick, D. Christian & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 104-122). Bristol, UK: Multilingual Matters.

Dorner, L. M. (2010). English and Spanish 'para un futuro' -- or just English? Immigrant family perspectives on two-way immersion. International Journal of Bilingual Education and Bilingualism, 13(3), 303-323.

Ernest, H. M., & Gonzalez, R. M. (1996). Sanchez and Metz Elementary Schools: Dos Idiomas, Un Mundo Dual Language Project Title VII First-Year Evaluation Report, 1995-96. Austin, TX: Austin Independent School District, TX. Dept. of Accountability, Student Services, and Research. (ERIC Document Reproduction Service No. ED 408844).

Fernandez, E., & Baker, S. (1993). Assessment Portfolio, Grades K-5 Two-Way Spanish Partial Immersion Program. Arlington, VA: Arlington County Public Schools. (ERIC Document Reproduction Service No. ED 364079).

Gerena, L. (2010). Student attitudes toward biliteracy in a dual immersion program. Reading Matrix: An International Online Journal, 10(1), 55-78.

Gilbert, S. M. (2001). The Impact of Two-Way Dual Language Programs on Fourth-Grade Students: Academic Skills in Reading and Math, Language Development, and Self-Concept Development. Unpublished doctoral dissertation, New Mexico State University, Las Cruces, NM.

Griego-Jones, T. (1994). Assessing students' perceptions of biliteracy in two-way bilingual classrooms. The Journal of Educational Issues of Language Minority Students, 13, 79-93.

Hausman-Kelly, T. (2001). "You Thought I was a Stranger": Cross-Cultural Integration in a Two-Way Bilingual Classroom. Unpublished doctoral dissertation, Teachers College, Columbia University, New York, NY.

Hernandez-Zudell, E. P. (2008). Language attitudes and perceptions of New Mexican Hispanic students in a dual language immersion program. Unpublished doctoral dissertation, University of New Mexico, Albuquerque, NM.

Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in Two-Way Immersion Education: A Review of the Research (Report No. 63). Baltimore, MD: Center for Research on the Education of Students Placed At Risk.

Kohne, L. E. (2006). Two-way language immersion students: How do they fare in middle and high school? Unpublished doctoral dissertation, University of California, Irvine and Los Angeles.

Lambert, W. E., & Cazabon, M. (1994). Students' views of the Amigos program (Research Report 11). Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.

Landron, A. (2009). A comparative analysis of school membership and ethnic identity between dual language and English as a second language instruction. Unpublished doctoral dissertation, St. John's University, New York.

Leimkuhler, M. R. (2000). Literacy beliefs and social interaction in a bilingual English language arts classroom. Unpublished doctoral dissertation, University of Colorado, Boulder, CO.

Lindholm, K., & Aclan, Z. (1993). Relationships among Psychosocial Factors and Academic Achievement in Bilingual Hispanic and Anglo Students. Paper presented at the Annual Conference of the American Educational Research Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 360845).

Lindholm-Leary, K. (2011). Student outcomes in Chinese two-way immersion programs: Language proficiency, academic achievement, and student attitudes. In D. J. Tedick, D. Christian & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 81-103). Bristol, UK: Multilingual Matters.

Lindholm-Leary, K., & Borsato, G. (2001). Impact of Two-Way Bilingual Elementary Programs on Students' Attitudes Toward School and College (Research Report 10). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

Lindholm-Leary, K., & Borsato, G. (2001). Impact of Two-Way Bilingual Elementary Programs on Students' Attitudes Toward School and College (ERIC Digest EDO-FL-02-01). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available: http://www.cal.org/resources/digest/0201lindholm.html.

Lindholm-Leary, K. J., & Borsato, G. (2005). Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal, 29(3), 641-652.

Lindholm-Leary, K. J., & Ferrante, A. (2005). Follow-up study of middle school two-way students: Language proficiency, achievement and attitudes. In R. Hoosain & F. Salili (Eds.), Language in Multicultural Education. Greenwich, CT: Information Age Publishing.

López, M. G., & Tashakkori, A. (2006). Differential Outcomes of Two Bilingual Education Programs on English Language Learners. Bilingual Research Journal, 30(1), 123-145.

Lopez, M. M. (2008). 'Aqui en los estados unidos hablamos ingles....o, y espanol tambien': Students' emerging language ideologies and literacy practices in a dual language primary program. Unpublished doctoral dissertation, University of Texas at San Antonio.

Mahrer, C., & Christian, D. (1993). A Review of Findings from Two-Way Bilingual Education Evaluation Reports. Santa Cruz, CA and Washington DC: National Center for Research on Cultural Diversity and Second Language Learning. (ERIC Document Reproduction Service No. ED 382021).

McCollum, P. (1999). Learning to value English: Cultural capital in a two-way bilingual program. Bilingual Research Journal, 23(2-3), 113-134.

National Center for Research on Cultural Diversity and Second Language Learning. (1994). Two-Way Bilingual Education Programs in Practice: A National and Local Perspective (ERIC Digest EDO-FL-95-03). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available: http://www.cal.org/resources/digest/ed379915.html.

Palmer, D. (2009). Code switching and symbolic power in a second grade two-way classroom: A teacher’s motivation system gone awry. Bilingual Research Journal.

Parchia, C. T. (2000). Preparing for the Future: Experiences and Perceptions of African Americans in Two-Way Bilingual Immersion Programs. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.

Reyes, S. A. (1998). "!Mami, yo toque una mariposa!":  An alternative to linguistic and cultural loss. Unpublished doctoral dissertation, University of Illinois, Chicago.

Reyes, S. A., & Vallone, T. L. (2007). Toward an expanded understanding of two-way bilingual immersion education: Constructing identity through a critical, additive bilingual/bicultural pedagogy. Multicultural Perspectives, 9(3), 3-11.

Rolstad, K. (1997). Effects of Two-Way Immersion on the Ethnic Identification of Third Language Students: An Exploratory Study. Bilingual Research Journal, 21(1), 43-63.

Rolstad, K. K. (1998). Language Minority Children in a Third Language Immersion Context: Evidence for Educational Enrichment (Language Immersion, Submersion Damage). Unpublished doctoral dissertation, UCLA, Los Angeles, CA.

Shenk, E. (2008). Choosing Spanish: Dual language immersion and familial ideologies. In M. Niño-Murcia & J. Rothman (Eds.), Bilingualism and identity: Spanish at the crossroads with other languages. (pp. 221-256). Amsterdam Netherlands: John Benjamins Publishing Company.

Vom Dorp, I. E. (2000). Biliteracy, Monoliteracy and Self-Concept in Native Spanish-Dominant and Native English-Dominant Fifth Graders. Unpublished doctoral dissertation, University of New Mexico, Albuquerque, NM.

 

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